Cold Environment Assessment Tool (CEAT) User's Guide for Apple Mobile Devices

2015 ◽  
Author(s):  
David Sauter
Keyword(s):  
Mobile Devices ◽  
Assessment Tool ◽  
Cold Environment ◽  
Environment Assessment

School Environment Assessment Tool

2013 ◽  
Author(s):  
Nicole Nathan ◽  
Luke Wolfenden ◽  
Philip J. Morgan ◽  
Andrew C. Bell ◽  
Daniel Barker ◽  
...  
Keyword(s):  
School Environment ◽  
Assessment Tool ◽  
Environment Assessment

Monitoring the health of the work environment with a daily assessment tool: the REAL – Relative Environment Assessment Lens – indicator

2015 ◽  
Vol 26 (6) ◽  
pp. 1082-1089 ◽  
Author(s):  
Karen E. Hinsley ◽  
Audrey C. Marshall ◽  
Michelle H. Hurtig ◽  
Jason M. Thornton ◽  
Cheryl A. O’Connell ◽  
...  
Keyword(s):  
Work Environment ◽  
Operating Room ◽  
Assessment Tool ◽  
Time Frame ◽  
Cardiac Catheterisation ◽  
Face Validity ◽  
Great Good ◽  
The Real ◽  
Environment Assessment ◽  
Catheterisation Laboratory

AbstractBackgroundEvidence shows that the health of the work environment impacts staff satisfaction, interdisciplinary communication, and patient outcomes. Utilising the American Association of Critical-Care Nurses’ Healthy Work Environment standards, we developed a daily assessment tool.MethodsThe Relative Environment Assessment Lens (REAL) Indicator was developed using a consensus-based method to evaluate the health of the work environment and to identify opportunities for improvement from the front-line staff. A visual scale using images that resemble emoticons was linked with a written description of feelings about their work environment that day, with the highest number corresponding to the most positive experience. Face validity was established by seeking staff feedback and goals were set.ResultsOver 10 months, results from the REAL Indicator in the cardiac catheterisation laboratory indicated an overall good work environment. The goal of 80% of the respondents reporting their work environment to be “Great”, “Good”, or “Satisfactory” was met each month. During the same time frame, this goal was met four times in the cardiovascular operating room. On average, 72.7% of cardiovascular operating room respondents reported their work environment to be “Satisfactory” or better.ConclusionThe REAL Indicator has become a valuable tool in assessing the specific issues of the clinical area and identifying opportunities for improvement. Given the feasibility of and positive response to this tool in the cardiac catheterisation laboratory, it has been adopted in other patient-care areas where staff and leaders believe that they need to understand the health of the environment in a more specific and frequent time frame.

A Study on the Physical Environment Assessment Tool for the Performance of Leisure Agricultural

2013 ◽  
Vol 19 (9) ◽  
pp. 2747-2751
Author(s):  
Fei-Shuo Hung ◽  
Tsung-Yuan Tuan ◽  
Fei-Yi Hung ◽  
Chao-Lin Tuan
Keyword(s):  
Physical Environment ◽  
Assessment Tool ◽  
Environment Assessment

scholarly journals DEVELOPMENT OF REGIONAL ENVIRONMENT ASSESSMENT TOOL FOR HEALTH PROMOTION AND VALIDATION OF THE EFFECTIVENESS

2012 ◽  
Vol 77 (681) ◽  
pp. 837-846 ◽  
Author(s):  
Mitsuru DEGUCHI ◽  
Toshiharu IKAGA ◽  
Shuzo MURAKAMI ◽  
Yasuyuki SHIRAISHI ◽  
Tanji HOSHI ◽  
...  
Keyword(s):  
Health Promotion ◽  
Assessment Tool ◽  
Regional Environment ◽  
Environment Assessment

scholarly journals Development and Validation of a Theory-Informed Group Learning Environment Assessment Tool for Graduate Medical Education Programs

2020 ◽  
Vol 12 (4) ◽  
pp. 447-454
Author(s):  
Cristina E. Welch ◽  
Melissa M. Carbajal ◽  
Shelley Kumar ◽  
Satid Thammasitboon
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Assessment Tool ◽  
Group Learning ◽  
Psychological Safety ◽  
Validity Evidence ◽  
Mean Square ◽  
Morning Report ◽  
Environment Assessment

ABSTRACT Background Recent studies showed that psychological safety is important to resident perception of the work environment, and improved psychological safety improves resident satisfaction survey scores. However, there is no evidence in medical education literature specifically addressing relationships between psychological safety and learning behaviors or its impact on learning outcomes. Objective We developed and gathered validity evidence for a group learning environment assessment tool using Edmondson's Teaming Theory and Webb's Depth of Knowledge model as a theoretical framework. Methods In 2018, investigators developed the preliminary tool. The authors administered the resulting survey to neonatology faculty and trainees at Baylor College of Medicine morning report sessions and collected validity evidence (content, response process, and internal structure) to describe the instrument's psychometric properties. Results Between December 2018 and July 2019, 450 surveys were administered, and 393 completed surveys were collected (87% response rate). Exploratory factor analysis and confirmatory factor analysis testing the 3-factor measurement model of the 15-item tool showed acceptable fit of the hypothesized model with standardized root mean square residual = 0.034, root mean square error approximation = 0.088, and comparative fit index = 0.987. Standardized path coefficients ranged from 0.66 to 0.97. Almost all absolute standardized residual correlations were less than 0.10. Cronbach's alpha scores showed internal consistency of the constructs. There was a high correlation among the constructs. Conclusions Validity evidence suggests the developed group learning assessment tool is a reliable instrument to assess psychological safety, learning behaviors, and learning outcomes during group learning sessions such as morning report.

scholarly journals Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

2017 ◽  
Vol 5 (2) ◽  
pp. 65 ◽  
Author(s):  
Stamatis Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Young Children ◽  
Mobile Devices ◽  
School Environment ◽  
Assessment Tool ◽  
Thinking Skills ◽  
Study Results ◽  
Almost All ◽  
Smart Mobile ◽  
Smart Mobile Devices

Smart mobile devices are extremely popular among young children compared with other digital devices. International research indicates that these devices can be used as an educational tool with preschoolers, supporting under proper conditions, certain as-pects of teaching and learning. However, children's ability to participate in rich and dy-namic learning environments within and outside the school environment is closely linked to the quality of mobile applications. One of the key issues that have emerged from a re-view of the literature is the low quality of self-proclaimed educational apps. This research, which is the first of its type in Greece, examines whether self-proclaimed educational An-droid apps for Greek preschoolers have been designed in accordance with developmen-tally appropriate practices to contribute to children’s cognitive development within and outside the school environment. A standardized questionnaire, the Rubric for the EValu-ation of Educational Apps for preschool Children (REVEAC) was used as an assessment tool. The analysis showed that only 5% of the sample was in e-storybook form. The re-maining 95% of the apps was of the edutainment game type, i.e. apps which combine en-tertainment activities to achieve their educational goals. Almost all apps were drill-and-practice-type activities. The apps were based on a low level of thinking skills and they did nothing more than promote mechanical learning, a memorization technique which is based on repetition. There were no apps which aimed to develop a learning environment motivating and enabling children to learn. Some applications offered the possibility of coloring predefined shapes, but these in no way can be considered apps aiming at the development of children's creativity through play and learning. The researchers used the results of the REVEAC scale to evaluate whether the apps have been designed in line with child development principles and practices, so as to stimulate children's overall cognitive, emotional, physical and social development. The study results, consistent with the results from international studies, showed that almost all of the apps were not developmentally appropriate, i.e., they are not designed in such a way as to encourage children to use tech-nology to promote their optimal development. Naturally, we cannot isolate children from technology, but we can ensure that they are not harmed in any way by it. With the prolif-eration of smart mobile devices and their accompanying apps, concerns over the content of apps (content matters) have become even more topical. In this context, researchers, ed-ucators and app developers must ensure that apps addressed to young children should be based on a solid theoretical basis and high-quality standards.

The Implementation of a Server-based Computerized Adaptive Testing on Mobile Devices (CAT-MD)

2010 ◽  
pp. 316-326
Author(s):  
Evangelos Triantafillou ◽  
Elissavet Georgiadou ◽  
Anastasios A. Economides
Keyword(s):  
Mobile Devices ◽  
Formative Evaluation ◽  
Computerized Adaptive Testing ◽  
Assessment Tool ◽  
Adaptive Testing ◽  
Educational Process ◽  
Second Phase ◽  
Computer Lab ◽  
E Learning ◽  
Two Phases

The introduction of mobile devices into the learning pedagogy can compliment e-learning and e-testing by creating an additional channel of assessment with mobile devices. The current study describes the design issues that were considered for the development and the implementation of a CAT on mobile devices, the CAT-MD (Computerized Adaptive Testing on Mobile Devices). The system was implemented in two phases, where initially, a standalone prototype application was developed in order to implement the architecture of the CAT-MD. After a formative evaluation, the second phase took place, where a server-based application was developed in order to add new functionalities to the system so that CAT-MD can be an effective and efficient assessment tool that can add value to the educational process. The mobility of the CAT-MD eliminates the need for a specialized computer lab, as it can be used anywhere, including a traditional classroom.

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